Taxing Praxis: One Social Studies’ Teacher’s Journey with Experiential Education

Abstract

This study examines one social studies teacher’s experience developing and implementing an Experiential Education-based (EE) curriculum and her reflection on the experience of putting theory and research into practice. Using a qualitative case study research strategy, we focused on the single case of the teacher’s experience. We identified four categories related to the implementation of EE elements into her classes: (a) teacher’s values, (b) students’ values, (c) teacher directedness versus student directedness, and (d) accountability. We used the teacher’s values as the central category for our discussion to explore how these values conflicted and coordinated with manifestations of the other categories. Through this study, we learned more about the importance of teachers as researchers and the value of university and school collaboration. However, the critical result was the disconnect between what is valued by the teacher and what is assessed and the need for a continued examination of this issue.

Citation

Obenchain, K.M., Ives, B. and Gardner, L. (2007), "Taxing Praxis: One Social Studies’ Teacher’s Journey with Experiential Education", Social Studies Research and Practice, Vol. 2 No. 1, pp. 22-37. https://doi.org/10.1108/SSRP-01-2007-B0002